Can A Newborn Test Predict School Success?

                A recent study conducted by researchers in Sweden claimed to have found a correlation between newborn APGAR (Activity, Pulse, Grimace, Appearance, Respiration) test scores and the school success in teenage/high school years[i]. 

The study examined 877,000 Swedish children comparing their post-birth APGAR scores, their academic grades and graduation rate.  The study found a relationship between having an APGAR score below 7 and having cognitive deficits later in life.  The researchers believe this is an important finding because gaining a better understanding of the relationship may provide insight into what early problems may cause those deficits.  They argue that understanding why the APGAR score is low may aid them with understanding how future brain function may be impacted[ii]

The study found that children with an APGAR score of 7 or below were less likely to attend the special admissions/elite academic schools and more likely to receive special education services than students who have a APGAR Score of 8 or higher[iii].  The researchers noted that parents should not panic since most infants with APGAR scores 7 or below did “fine” with 1 in 44 infants requiring special education services.

The Swedish study could provide some helpful information that could be used to develop a system that connects families of infants with APGAR scores 7 or below with the formal education system.  Currently, infants who do not have severe deficits are not involved with the formal education system until they become close to school age.  When a child with deficits nears formal school age, the child is eligible for Early Intervention services as part of State and Federal Child Find mandate. 

Child Find mandates that a school district notify parents of children who have been identified with deficits as infants can receive an evaluation and services to support school readiness when they turn 4 years old and are nearing the age of entrance into formal schooling.  Early Intervention services evaluate students, develops and implements school readiness supports plans to decrease any physical, psychological and social deficits that may provide a barrier to learning.  Early Intervention services also assist children with how to manage their disability when they enter the formal school setting and they also provide the child with basic advocacy tools.

The Swedish APGAR study has provided some promising data that still needs further examination.  The study has however, created a renewed discourse into how infants with deficits can be helped to decrease barriers to learning that will help them become successful in their teenage/high school years and beyond. 

The study may also be beneficial to the advocates who are leading the efforts to decrease the achievement gap among poor children.  With the health and socio-economic disparities in poor communities, poor children are more likely to have some physical, psychological, and social deficits that impede learning.  This study may provide the break through these advocates need to increase the APGAR scores and close the achievement gap among poor children.

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[i] Brownstein, Joseph (7/21/11), Newborn APGAR Test May Predict Teens’ School Success www.today.msnbc.msn.com

[ii] ibid

[iii] ibid

Celebrating World Teachers Day

                Last week on October 5^th, the world celebrated World Teachers Day.  World Teachers Day was established in 1994 to celebrate the essential role of teachers in providing quality education at all levels.  The day also commemorates the United Nations formation of United Nations Educational, Scientific, and Cultural Organization (UNESCO)[i].

                While this day went practically un-noticed here in the US, around the world teachers were celebrated.  In the Philippines, the Aquino government publically acknowledged the “thousands of men and women who have made it their life’s work to educate, our children, youth and adults[ii].”  In Taiwan, teachers received congratulations and small gifts from students and parents. 

                World Teachers Day is a reminder of the crucial role teachers’ play in the educational lives of children and future prosperity of nations.  The day is also a reminder of the ongoing work that needs to be done to ensure children in the US and around the world are provided with a quality education that affords them the opportunity to become productive members of society.  In the US, we are familiar with the areas of need in our educational system.  However, we are less familiar with the areas of need in educational systems in other nations, especially in developing nations. 

                According to a UNESCO report, the world is in need of 6.1 million teachers by 2015.  The majority of those teachers, 2 million are needed in sub-Saharan Africa, 243,000 teachers are needed in Arab States, 292,000 teachers are needed in South and West Asia, and 155,000 are needed in North American and Western Europe[iii]. 

The UNESCO report also called for more gender equality in the teaching profession.  Being concerned that 62 percent of the worlds teachers are women, with 90 percent being at the primary/elementary school level, the report calls for policies and strategies that attract more males to the field of teaching.  The report argues that attracting more males would create gender-equal learning environments that would benefit children and the teaching profession[iv].

                World Teachers Day is a reminder of how appreciative we should be of the people who dedicate their lives to the education of children and the work that needs to be done to ensure children around the world have highly skilled teachers in the classroom. 

In this world-wide economic recession and high unemployment, the consequences of those who receive a quality education and those who do not receive a quality education will dramatically impact their economic opportunities and quality of life.  Education is supposed to be the great equalizer, but it is producing a wider chasm based on the quality of education an individual receives.  Therefore, teacher quality should become a national priority

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[i] www.sunstar.com.ph/breaking-news/2011/10/05/palace-joins-celebration-world-teac...

[ii] ibid

[iii] www.un.org/apps/news

[iv] ibid

What Parents Really Want to Tell Teachers

            Recently there was an article in titled “What Teachers Really Want to Tell Parents.”  The article was supposed to provide insight from an inner-city teachers’ perspective concerning the parent/teacher relationship[i].  However, after reading the article and its condescending tone towards parents, I thought there should be a response from parents.

Leave the Stereotypes and Labels at Home

            Teachers are supposed to believe that all children can learn.  While many teachers claim to believe this, their actions contradict their belief.  Don’t generalize that all inner-city children come from single parent homes that don’t place a value on education.  Also, don’t be so quick to label minority boys and seek to place them in special education, understand their learning style and adjust your instruction to meet their needs.

Get Rid of the “Messiah” Complex

            Teachers are educators, not saviors of inner-city youth.  Just because you have degree in education and were taught about the “poor plight of inner-city youth and how they need help,” it does not mean you should develop a Messiah complex.  Students need teachers who are serious about providing the core academic skills (reading, writing, math, science) and higher level skills (critical thinking, and problem solving), not a person who thinks they can fix “these” kids. 

Respect Me as a Parent, as and an Adult, and as a Partner

            Teachers and parents should be partners in the education of the child.  Don’t generalize all parents as not being interested in their child’s education based on a few negative experiences with parents who don’t care about their child’s education.  Each parent should be treated as an individual and should be treated with respect. 

            Do not talk down to me as an inferior person just because you assume you might have more education than me.  You should strive to talk to all parents as you would like to be talked to if you were in our shoes.  When talking about my children, talk from a child-centered perspective that opens up opportunities to collaborate on how to enhance strengths and improve areas of need.  Do not become upset or defensive when you are questioned about a low grade or incident that occurred in school. 

As a parent who knows their child, I will listen to what he/she has to say and talk to you about it.  This does not necessarily mean that I am questioning your authority or that I am making excuses for my child, it simply means that I need to have all the facts before taking action.  It is important for you to understand that teachers are human beings and there are some who when having a bad day take it out on their students.  There are teachers who have become disgruntled, disillusioned or burned out with their job and instead of having the courage to quit and pursue another career; they continue to make students educational lives miserable.  Unfortunately, you know who those teachers are and do nothing to protect those children.  That is why I question and appear to make excuses for my child. 

            As a teacher, you are entrusted with my most valuable possession, my child.  Please do not underestimate the critical role you play in the educational development of this impressionable human being.  A teacher has the power to create a life-long learner or a disengaged learner.  It is easy for a parent to keep a child engaged if they are taught to love learning when they trust their teacher. It is hard for a parent to undo the damage and rebuild a child’s trust in learning when they have experienced a bad teacher.

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[i] www.cnn.com/2011/09/06/living/teachers-want-to-tell-parents

President Obama’s Shrewd Educational Move

                On Saturday (Spetember24, 2011) President Obama in his weekly Saturday address to the nation discussed making changes to the No Child Left Behind (NCLB) policy and spending billions of dollars to upgrade schools and keep teachers on their jobs[i]

                As part of his $447 billion jobs bill that was proposed to Congress, President Obama argues that investing in education is vital to the country’s future economic viability.  According to President Obama :

                                “If we are serious about building an economy that lasts, an

                                economy in which hard work pays off with the opportunity

                                for solid middle-class jobs, we had better be serious about

                                education[ii].

This proposal is a deliberate act by President Obama to force Congress to vote on his jobs bill and educational agenda.  This is a shrewd move on the President’s part because with all the financial problems plaguing public education, placing education as a key component to the jobs bill will force Congress to pass parts of the bill that is favorable to President Obama’s educational agenda.

A second part of President Obama’s shrewd plan was to authorize states to opt out of the proficiency standards of NCLB legislation.  If states have developed their own standards for preparing students for college and careers and developed evaluation standards for teachers and principals, they will be allowed to opt out[iii].  In doing this, President Obama begins dismantling the unpopular NCLB Act that stifled innovation in the classroom, frustrated administrators, teachers, and parents, and led to a number of cheating scandals.

The final part of President Obama’s shrewd plan was to include in the jobs bill funds to repair and upgrade school infrastructure and to rehire teachers.  Understanding that our country’s economic future is being jeopardized by our public educational system, the jobs bill will provide school districts with the necessary funds to build or upgrade schools with wireless technology, Smart Board technology, and modern science labs.  Since our students have fallen behind other countries in math and science and our college graduation rate has dropped significantly, providing students with appropriate school facilities could reverse these trends.

                President Obama’s shrewd educational plan will hopefully get people back to work and help to get students back on track to leading the world in math and science.  By providing students with access to first class facilities, it is hoped that academic achievement will increase and lead to graduates who can compete in the global economy.

With the toxic environment in Congress, President Obama understood that in order to gets his educational plan moving without a lengthy fight with Congress, he would have to propose a bill that would force Congress to approve.

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[i] http://www.msnbc.msn.com/id/44652388/ns/politics-white_house/t/obama-education-agenda-helps-students-jobless/from/toolbar

[ii] ibid

[iii] Ibid

The Educational Cost of The War on Terror

                  Last week, there was an article by Chris Wragge entitled: “The Financial and Emotional Costs of 9/11.”  According to the article, the US has spent approximately 2.3 trillion dollars on the war on terror since 9/11 with 1.3 trillion being spent in Iraq and Afghanistan[i].

                The article’s premise was to provide the reader with a snapshot of the monetary, human, and individual costs of the war on terror.  With over 6,000 US troops lost, trillions of dollars spent, and changes to our lifestyle, Wragge attempted to remind the reader the of the sacrifices that have been made in the war on terror.  While, Wragge’s article failed to discuss the costs the war on terror has on the economy, equally absent from his discussion is the costs to our countries most precious resource:  the education of our children.

 

                The educational costs due to the war on terror is something that is not discussed because it would be difficult to estimate the continuous affect the war has on the delivery of education to children.  The trillions of dollars the government has spent on the war on terror diverted funding away from education (and social services).  The loss of funds over the past 10 years slowly deteriorated an already fragile educational system.  We are now beginning to witness the effects of the diverted funds which are responsible for a majority of the large budget deficits in urban and suburban districts.

                When the war on terror began after 9/11, the country became singularly focused on the prevention of future occurrences (i.e.: Homeland Security) and retaliation for the horrific attack on US soil.  Because of this singular focus, education (and the economy) was neglected.  The money diverted for the war, ended government funded programs aimed at improving core subjects such as reading, math and science.  Programs that funded afterschool programs, paid for tutoring services, and small grants to teachers and students for academic enrichment projects are just some of the things that were lost over the years to diverted funds for the war on terror.  Also lost were school to work programs that focused on connecting academic content to workforce expectations.  Prior to 9/11, there was a national focus on developing a smarter workforce by equipping students with the skills needed to compete in a global economy.  The funding for school to work programs was diverted as the national attention turned to the war on terror and the students were left ill repaired to compete in the global economy. Finally, the massive layoffs of school staff, the closing of school buildings and cuts to extracurricular activities to districts around the country are a culmination of 10 years of lost funds. 

                Wragge’s attempt to portray the financial and emotional costs of the war on terror should remind us of the unexpected costs to the education of our children.  While we may never know how the loss of enrichment and remedial programs, the loss of extra-curricular activities, and the loss of staff may impact the education of our children, we may eventually end up winning the war on terror, but we will lose the educational advantage and ability to compete in the global market.

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[i] www.cbsnews.com/2102-500202_162-20103906

The Missing Intangibles

            Across the country, a new school year begins under a dark cloud of testing scandals, steep budget cuts and an unprecedented economic recession.  Parents and critics will bemoan the loss of teachers and non core academic programs such as Art and Music, and complain about the fear of punishment which was the impetus behind the testing scandals.  While it is too early to determine the impact these factors will have on the students what will immediately impact the students are the loss of teachers and support staff. 

            For those who perceive teachers and support staff as being solely responsible for providing academic instruction to students.  The intangibles a teacher, classroom assistant, and non-teaching assistants (NTA) provide help students cope with personal, social and non-academic challenges.  Intangibles such as greeting students in the morning and providing support and encouragement for academic, non-academic, and personal challenges are supports students need to thrive in school. 

As confidants and mentors too many students, the loss of teachers and support staff may cause some students to lose confidence in themselves or abilities.  As confidants and mentors, teachers and support staff provide advice that allows students’ to make informed decisions concerning which classes to take, decide to try out for a school sport, music or art group, or submit a project for state or national competition. 

The loss of teachers and support staff can affect students’ post-high school decisions.  With the economy in a deep recession, many high school students are fearful of taking on large college debt and are questioning if they will be able to obtain a job after graduating from high school.  Younger students seeing older siblings moving back home from college, unable to find a job and their parents struggling to keep their jobs.

As the new school year begins, and students do not see the familiar faces of teachers and support staff that provided the intangibles in the classrooms and hallways, they will notice the difference and wonder who will provide the intangibles.

The Unschooling Movement?

            Are you familiar with “Unschooling?” A recent article in CNN.com discussed this little known alternative educational philosophy where “the child is in control of his/her learning and they are free to decide what they want to study, when they want to study[i].”

            Unschooling began as a response by its founder, John Holt who authored the book “How Children Fail” in 1964.  Holt believed:

“that living is learning…children should follow their

innate curiosity and passions rather than being forced

to learn hordes of information they will never use[ii].”

Holt’s philosophy is largely based on the principals of John Dewey’s (1910) Education & Experience.  From Dewey, Holt believed that learning could occur within the confines of a non-traditional school structure with an observant teacher who guided students to naturally learn curricular concepts through their natural curiosity and exploration.  Holt divergence from Dewey occurs when Holt places primary responsibility on the child while Dewey believed the teacher and student equally share responsibility for learning.

            Currently there are 20 private schools called Sudbury that follow the unschooling philosophy.  The schools are democratically run with each student and adult receive 1 vote. Only students set the rules and the rules can only be changed by a majority vote of the student body.  Classes are offered, but not mandatory and “staff members” do not have to have a teaching background since their purpose is to guide students in their individual pursuits[iii].  Children as young as 6 years old attend the Sudbury schools where there is no age or grade segregation. However, the Sudbury schools boasts a 90% college acceptance rate, with alumni who are mathematicians, geologists, and doctors.

            Critics of unschooling argue that to place the responsibility for formal learning on children as young as 6 years old without structure and without a trained/certified adult is poor child development practice.  They further argue that while a child can learn naturally, they need a trained/certified adult to help them make them make the leap to higher functioning and reasoning. 

            Critics of unschooling also argue that students will have a difficult time adjusting from the unschooling environment to the traditional, structured academic environment of college and the structure of the real world.  In college, there is a prescribed curriculum, deadlines for assignments and exams, attendance and participation requirements, and graduation requirements.  In the real world there are expectations about punctuality, work deadlines and a rigid structure.

            Finally, a glaring omission concerning unschooling is the cultural capital its students bring prior to entering the Sudbury.  An underling theme from the examples cited in the article is that Sudbury students came from affluent backgrounds that afforded them greater cultural capital to handle such an open and unstructured program.  It would be interesting to learn how students with little cultural capital would do in the unschooling environment.  Would these students eventually find their way in an unstructured academic environment and thrive?

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[i] www.cnn.com/2011/US/08/03/unschooling.subury.education/index

[ii] Ibid.

[iii] Ibid.